Gayle L. Macklem: Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy

2011 ◽  
Vol 20 (6) ◽  
pp. 884-886 ◽  
Author(s):  
Joshua C. Felver-Gant ◽  
Sarah L. Levi
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Mental Health Services ◽  
Health Services ◽  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
School Mental Health ◽  
Cognitive Behavioral ◽  
Evidence Based

Regulating Emotions

2017 ◽  
pp. 141-160
Author(s):  
Matthew P. Mychailyszyn ◽  
Maureen A. Manning ◽  
Catherine T. Petrick
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Health Services ◽  
Developmental Stage ◽  
Prevalence Rate ◽  
School Mental Health ◽  
School Context ◽  
Cognitive Behavioral ◽  
Evidence Based ◽  
Behavioral Prevention

The chapter “Regulating Emotions,” in School Mental Health Services for Adolescents, examines various aspects related to emotion regulation, including its identification, assessment, and intervention, according to evidence-based practice. Internalizing disorders represent an area of marked concern for youth, particularly during the developmental stage of adolescence. Particularly troublesome is empirical evidence that suggests an increasing prevalence rate of depression among youth. In the chapter, prevalence of disorders is examined, as well as different modalities by which psychopathology in the schools can be screened for and more formally evaluated. Various forms of cognitive-behavioral prevention and intervention are discussed and considered for appropriateness within a particular school context. Obstacles to implementation are considered and recommendations for a model of service delivery are offered.

Cognitive-Behavioral Psychology: Implications for Disaster and Terrorism Response

2008 ◽  
Vol 23 (5) ◽  
pp. 397-410 ◽  
Author(s):  
Josef I. Ruzek ◽  
Robyn D. Walser ◽  
Amy E. Naugle ◽  
Brett Litz ◽  
Douglas S. Mennin ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Disaster Mental Health ◽  
Behavioral Psychology ◽  
Disaster Mental Health Services ◽  
Health Response

AbstractGiven the personal and societal costs associated with acute impairment and enduring post-traumatic stress disorder (PTSD), the mental health response to disasters is an integral component of disaster response planning. The purpose of this paper is to explore the compatibility between cognitive-behavioral psychology and the disaster mental health model, and explicate how cognitivebehavioral perspectives and intervention methods can enhance the effectiveness of disaster mental health services. It is argued that cognitive-behavioral methods, if matched to the contexts of the disaster and the needs of individuals, will improve efforts to prevent the development of PTSD and other trauma-related problems in survivors of disaster or terrorist events. First, the similarities between models of care underlying both disaster mental health services and cognitive-behavioral therapies are described. Second, examples of prior cognitive-behavioral therapy-informed work with persons exposed to disaster and terrorism are provided, potential cognitive-behavioral therapy applications to disaster and terrorism are explored, and implications of cognitive-behavioral therapy for common challenges in disaster mental health is discussed. Finally, steps that can be taken to integrate cognitive-behavioral therapy into disaster mental health are outlined. The aim is to prompt disaster mental health agencies and workers to consider using cognitive-behavioral therapy to improve services and training, and to motivate cognitive-behavioral researchers and practitioners to develop and support disaster mental health response.

Culturally Responsive Mental Health Services

2021 ◽  
pp. 65-82
Author(s):  
Janise S. Parker ◽  
Diana Joyce-Beaulieu ◽  
Brian A. Zaboski
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Cognitive Behavioral Therapy ◽  
Children And Adolescents ◽  
Case Studies ◽  
Culturally Responsive ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
The Many

Chapter 4 guides readers in applying cognitive behavioral therapy within culturally responsive mental health services, a cornerstone to individualizing student mental health services. The chapter begins by identifying who a therapist’s clients are and then delves into the many developmental considerations and stages that children and adolescents progress through to adulthood. The author acknowledges that in addition to a developmental perspective, addressing treatment barriers for youth in the minority also entails more culturally aware practitioners who understand, respect, and value their clients’ cultural strengths. The chapter concludes with two case studies that show readers how these elements coalesce into culturally responsive mental health services.

scholarly journals TeamSTEPPS to Improve Collaboration in School Mental Health: Protocol for a Mixed-Method Hybrid Effectiveness-Implementation Study (Preprint)

2020 ◽  
Author(s):  
Aparajita Kuriyan ◽  
Grace Kinkler ◽  
Zuleyha Cidav ◽  
Christina Kang-Yi ◽  
Ricardo Eiraldi ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Administrative Data ◽  
School Mental Health ◽  
Implementation Strategies ◽  
Evidence Based ◽  
Team Science ◽  
Implementation Study ◽  
Tailored Implementation

BACKGROUND Public schools in the United States are the main provider of mental health services to children but are often ill-equipped to provide quality mental health care, especially in low-income, urban communities. Schools often rely on partnerships with community organizations to provide mental health services to students. However, collaboration and communication challenges often hinder implementation of evidence-based mental health strategies. Interventions informed by team science, such as Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) have the potential to improve treatment implementation and collaboration within schools. OBJECTIVE The objective of the study is to improve communication and collaboration strategies among mental health and school staff by adapting an evidence-based team science intervention for school settings. We present a protocol for a hybrid effectiveness-implementation study to adapt TeamSTEPPS using stakeholder feedback, develop a tailored implementation plan, and pilot the adapted content in eight schools. METHODS Study participants will be recruited from public and charter schools and agencies overseeing school mental health services in the local metro area. We will characterize current services by conducting a needs assessment including stakeholder interviews, observations, and review of administrative data. Then, we will establish an advisory board to understand challenges and develop possible solutions to guide additional TeamSTEPPS adaptations along with a complementary implementation plan. In Aim 3, we will implement the adapted TeamSTEPPS plus tailored implementation strategies in eight schools using a pre-post design. Primary outcome measures include feasibility and acceptability of the adapted TeamSTEPPS. In addition, self-report measures of inter-professional collaboration and teamwork will be collected from 80 participating mental health and school personnel. School observations will be conducted prior to and at 3 time-points following the intervention along with stakeholder interviews. The analysis plan includes qualitative, quantitative, and mixed-methods analysis of feasibility and acceptability, school observations, stakeholder interviews, and administrative data of behavioral health and school outcomes for students receiving mental health services. RESULTS Recruitment for the study has begun. Goals for Aim 1 are expected to be completed in Spring 2021. CONCLUSIONS The current study utilizes team science to improve interprofessional collaboration among school and mental health staff and contributes broadly to the team science literature by developing and specifying implementation strategies to promote sustainability. Results from this study will provide knowledge about whether interventions to improve school culture and climate may ready both mental health and school systems for implementation of evidence-based mental health practices. CLINICALTRIAL This project has been registered with ClinicalTrials.gov (ID NCT04440228)

scholarly journals Training School Mental Health Providers to Deliver Cognitive-Behavioral Therapy

2012 ◽  
Vol 4 (4) ◽  
pp. 197-206 ◽  
Author(s):  
Rinad S. Beidas ◽  
Matthew P. Mychailyszyn ◽  
Julie M. Edmunds ◽  
Muniya S. Khanna ◽  
Margaret Mary Downey ◽  
...  
Keyword(s):  
Mental Health ◽  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
School Mental Health ◽  
Cognitive Behavioral ◽  
Mental Health Providers ◽  
Health Providers ◽  
Training School

scholarly journals A Systematic Narrative Review of Cognitive-Behavioral Therapies with Asian American Youth

2021 ◽  
Author(s):  
Rongyu Xin ◽  
Olivia Fitzpatrick ◽  
Patrick Ho Lam Lai ◽  
John R. Weisz ◽  
Maggi Price
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Asian American ◽  
Behavioral Problems ◽  
Behavioral Therapy ◽  
Narrative Review ◽  
Cognitive Behavioral ◽  
Emotional And Behavioral Problems ◽  
Culturally Adapted

Asian American (AsA) youth comprise a large and fast-growing proportion of the U. S. population. AsA youth have comparable, and in some cases higher, rates of mental health concerns compared to White youth, but are significantly less likely to utilize mental health services. Cognitive-behavioral therapy (CBT), although originally designed by and for White and Western populations, might provide clinical benefits for AsA youth because several CBT characteristics overlap with AsA values (e.g., directive therapeutic style; family involvement). Despite this promise, there has yet to be a synthesis of evidence on the effectiveness of CBT, either culturally-adapted or non-adapted, for AsA youth. A systematic narrative review identified randomized controlled trials (RCTs) of CBT conducted with AsA youth. Electronic databases used included PsycINFO, Web of Science, PubMed, and ProQuest. Our search yielded 2,059 articles, of which, 8 RCTs (386 participants) met inclusion criteria. Studies were heterogeneous across targeted problems (e.g., phobia, depression) and age (M=8.4-22.1 years). Findings suggest that both culturally-adapted and non-adapted CBT (3 and 5 RCTs, respectively) were effective in reducing a range of emotional and behavioral problems for AsA youth. The dearth of studies with AsA youth underscores the need for enhancing the cultural responsiveness of clinical research and practice, as well as harnessing community-engaged methods to improve the accessibility and utilization of evidence-based mental health services for AsA youth.

scholarly journals User Experience of Cognitive Behavioral Therapy Apps for Depression: An Analysis of App Functionality and User Reviews (Preprint)

2018 ◽  
Author(s):  
Katarzyna Stawarz ◽  
Chris Preist ◽  
Debbie Tallon ◽  
Nicola Wiles ◽  
David Coyle
Keyword(s):  
Mental Health ◽  
Cognitive Behavioral Therapy ◽  
User Experience ◽  
Behavioral Therapy ◽  
Well Being ◽  
Cognitive Behavioral ◽  
Evidence Based ◽  
User Reviews ◽  
Mental Well Being ◽  
Health And Well Being

BACKGROUND Hundreds of mental health apps are available to the general public. With increasing pressures on health care systems, they offer a potential way for people to support their mental health and well-being. However, although many are highly rated by users, few are evidence-based. Equally, our understanding of what makes apps engaging and valuable to users is limited. OBJECTIVE The aim of this paper was to analyze functionality and user opinions of mobile apps purporting to support cognitive behavioral therapy for depression and to explore key factors that have an impact on user experience and support engagement. METHODS We systematically identified apps described as being based on cognitive behavioral therapy for depression. We then conducted 2 studies. In the first, we analyzed the therapeutic functionality of apps. This corroborated existing work on apps’ fidelity to cognitive behavioral therapy theory, but we also extended prior work by examining features designed to support user engagement. Engagement features found in cognitive behavioral therapy apps for depression were compared with those found in a larger group of apps that support mental well-being in a more general sense. Our second study involved a more detailed examination of user experience, through a thematic analysis of publicly available user reviews of cognitive behavioral therapy apps for depression. RESULTS We identified 31 apps that purport to be based on cognitive behavioral therapy for depression. Functionality analysis (study 1) showed that they offered an eclectic mix of features, including many not based on cognitive behavioral therapy practice. Cognitive behavioral therapy apps used less varied engagement features compared with 253 other mental well-being apps. The analysis of 1287 user reviews of cognitive behavioral therapy apps for depression (study 2) showed that apps are used in a wide range of contexts, both replacing and augmenting therapy, and allowing users to play an active role in supporting their mental health and well-being. Users, including health professionals, valued and used apps that incorporated both core cognitive behavioral therapy and non-cognitive behavioral therapy elements, but concerns were also expressed regarding the unsupervised use of apps. Positivity was seen as important to engagement, for example, in the context of automatic thoughts, users expressed a preference to capture not just negative but also positive ones. Privacy, security, and trust were crucial to the user experience. CONCLUSIONS Cognitive behavioral therapy apps for depression need to improve with respect to incorporating evidence-based cognitive behavioral therapy elements. Equally, a positive user experience is dependent on other design factors, including consideration of varying contexts of use. App designers should be able to clearly identify the therapeutic basis of their apps, but they should also draw on evidence-based strategies to support a positive and engaging user experience. The most effective apps are likely to strike a balance between evidence-based cognitive behavioral therapy strategies and evidence-based design strategies, including the possibility of eclectic therapeutic techniques.

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